Identifying Obstacles to Sustainable Professional Development of Iraqi Teachers and School Administrators in Order to Provide a Model for Overcoming Obstacles
الموضوعات :
قاسم ارزوقی قاسم الزبیدی
1
,
زهرا توانگر مروستی
2
,
زینب حمزه راجی
3
,
زهره سعادتمند
4
1 - PhD candidate in Educational Administration, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of Psychology and Educational Sciences, Islamic Azad University, Fasa Branch, Fasa, Iran.
3 - University of Baghdad - College of Education / Ibn Al-Rushd - Department of Educational and Psychological Sciences
4 - Associate professor,Department of Educational Sciences, Islamic Azad University, Isfahan Branch(Khorasgan), Isfahan, Iran.
الکلمات المفتاحية: obstacles, professional competency, teachers, Administrators.,
ملخص المقالة :
Introduction: This research aimed to identify the obstacles to sustainable professional development of teachers and school administrators in Iraq in order to provide a model for overcoming the obstacles
Methodology: In terms of nature, it is a qualitative research conducted using the content analysis method. Potential participants included teachers, school administrators, and university professors in the fields of educational sciences in Iraq, who were selected purposefully based on a number-based criterion based on the theoretical saturation rule. The data collection tool was a semi-structured interview. The data analysis method was in the style of the Atride and Stirling model.
Findings: The results showed that the obstacles to sustainable professional growth and development in Iraq include: knowledge obstacles (weakness in specialized knowledge, weakness in technology, and weakness in educational content knowledge); The following were the ethical or moral barriers (personal ethics and organizational ethics), the practical or communication barriers (interpersonal communication, organizational communication), the policy-making barriers (strategic weakness and inattention to change), the organizational barriers (weakness of organizational justice, weak supervision, and weak support), and the organizational learning barriers (weakness in knowledge creation participation, weak documentation, and weak knowledge sharing).
Conclusion: Consequently, according to the results of previous research, it can be said that creating strong strategic plans, supporting changes and creativity, paying attention to the individual needs of principals and teachers, and strengthening content knowledge and professional ethics are among the measures that can help strengthen the sustainable professional development of principals and teachers in Iraq.
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